April Canales-Perez
EDTC 6332: Practicum in Educational Technology
Educational Technology Practicum
|
Project Description:
Students will apply the knowledge and theory from previous courses toward the solution of an actual instructional/training problem in a real-world context. The practicum project consists of three parts: a proposal, an instructional package, and a synopsis of "lessons learned." Students will demonstrate the ability to: (1) solve a given human performance problem by evaluating and synthesizing learned knowledge, skills, and dispositions, (2) manage an instructional design project by using all the resources available, and (3) synthesize learned experience of developing a real life instructional solution to an identified human performance problem.
|
Responsibilities Met:
|
|
Responsibility 2: Design. The candidate will design instruction (or human performance strategies) to meet the needs of learners. Design documents and projects must show evidence of analysis of problem situation, awareness of unique characteristics of intended audience and implications for instruction, selection and implementation instructional strategies consistent with analysis of the learning situation and intended learners, selection and justification of appropriate medias, and evidence of both formative and summative evaluation strategies.
|
| Performance Indicators |
Justification |
| 2.1 Demonstrates ability to perform analysis and documentation of instructional need or opportunity resulting in student-centered, performance based instructional objectives based upon, and appropriate for, a specific audience. |
2.1 The project 1 proposal of my instructional solution outlines the instructional need for classroom wikis in order to promote communication between teachers, parents, and students. By promoting online communication through classroom wikis parents will have another alternative to get involved in their child's education. |
| 2.2 Demonstrates ability to perform comprehensive task analysis of an instructional objective. |
2.2 The instructional goal of this training will be met if each of the three objectives is completed. Each objective is complete with the enabling objectives that participants must complete in order to move on to the next part of the training. Various lessons were developed for each enabling objective. |
| 2.3 Demonstrates ability to select and integrate into instruction a variety of research-based instructional strategies. |
2.3 The Dick and Carey model of instructional design was used to organize the design document done in project 2. Mayer's Multimedia Principle was applied when creating this instructional solution. The principle states that people learn and comprehend much more through the use of images. For this reason, I created screen shots of all of the steps that need to be completed for each of the enabling objectives. Each step was listed followed by an image illustrating exactly what needs to be done. |
|
Responsibility 3: Development, Utilization and Management. The candidate will develop, utilize and manage a variety of media and instructional technologies to deliver instruction to students.
|
| Performance Indicators |
Justification |
3.1 Demonstrates ability to develop instruction using a minimum of three different medias.
|
3.1 Various Web 2.0 applications and software was used to enhance my e-learning module. I used Jing to create screen shots of my desktop for each of the enabling objectives in my instructional solution. This was done to provide visuals for the participants in order to complete each lesson. Screenr was used to create the multimedia presentations for each enabling objectives, which were uploaded and embedded into each lesson. Google Drive was used to create and embed pre-training survey, quizzes, and final checklist.
|
| 3.2 Applies research-based rationale for the selection and utilization of technologies for learning. |
3.2 The technologies implemented into the instructional solution were based on Mayer's Multimedia Principles. I integrated as many visuals as I could to assist the participants in completing the training. The Dick and Carey model was also utilized in the creation of the project 2: design document. |
| 3.3 Demonstrates ability to manage projects and evaluate progress and improvement. |
3.3 Our instructor provided us with a course calendar with activities and due dates. We were also asked to create a WBS (work breakdown structure), which we created a list of all components that need to be completed for this project. Once we had the WBS completed, then we created a timeline in based on the WBS to manage our project components. We also completed reflection papers that document the progress and completion of our project. |
| 3.4 Uses the results of evaluation methods to revise and update instructional materials. |
3.4 Feedback from instructor and formal evaluations were used to revise and enhance the instructional solution and design document in order to ensure the goals and objectives were clear and consistent. Revisions were completed before the start of the next part of the project. |
|
Responsibility 4: Evaluation. The candidate uses incisive and relevant assessment and evaluation techniques (e.g., product or project which uses formative and/or summative evaluations). Candidate demonstrates the ability to evaluate quality of instructional materials and instructional systems using appropriate methodologies. Candidate also demonstrates the ability to use formative and summative assessment methodologies to ascertain the effectiveness of instruction in meeting instructional goals.
|
| Performance Indicators |
Justification |
4.1 Demonstrates ability to use formative evaluation strategies to evaluate the quality of instruction.
|
4.1 Formative evaluations were completed in three parts in instructional unit 5. The first evaluation was conducted was a one-to-one evaluation where a colleague, who was familiar with the Web 2.0 application PBworks, completed the training by herself and submitted feedback. The next evaluation was a small group evaluation in which one out of the four participants were familiar with a PBworks wiki space. When evaluations were complete, feedback was submitted and appropriate action taken in order to enhance the instructional solution.
|
| 4.2 Demonstrates ability to use summative strategies to evaluate the quality of instruction. |
4.2 Since this course was taken in the summer, a summative evaluation was not conducted due to the time restraints and limited resources.
|
| 4.3 Demonstrates ability to select a variety of appropriate assessment instruments and use those instruments to assess effectiveness of instruction in meeting instructional objectives. |
4.3 Quizzes consisted of multiple choice and true/false, questions, which assess the participants’ comprehension of the lesson they completed and key terms. Quizzes were created and embedded into the instructional solution using Google Drive. At the end of the training participants were asked to complete a checklist in order to ensure they completed all aspects of the training. |
| 4.4 Documents results from formative evaluations and uses those results to revise instructional materials, and/or instructional development process. |
4.4 Feedback from instructor and formal evaluations were used to revise and enhance the instructional solution and design document in order to ensure the goals and objectives were clear and consistent through out the project. Revisions were completed before the start of the next part of project. |
Modifications Made
The following revisions were made to the instructional solution:
- Frontpage navigation bar was edited in order to organize the instructional solution into 3 parts
- Full screen shots were taken and replaced smaller screen shots
Revisions still to be made:
- Provide instructions over navigating through the training
- Re-record objective 2 tutorial video in order to slow down steps for better comprehension
|
Comments (0)
You don't have permission to comment on this page.